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Tuesday, November 15, 2016

"The importance of engaging students in meaningful mathematical
discussion has long been identified as an essential component of
students’ mathematics learning." continues Education Week.

In this whitepaper, Dr. Gladis Kersaint
outlines strategies that all educators can use to support mathematical discourse in their classrooms, including:

• Classroom environments that support mathematical dialogue • Tools to plan and lead mathematical discourse • Different approaches for communicating mathematical knowledge • 100 questions that teachers can use to promote mathematical discourse

"The importance of engaging students in meaningful mathematical discussion has long been identified as an essential component of students’ mathematics learning (National Council of Teachers of Mathematics, 1991, 2000, 2007, 2014). When students share and exchange their ideas, both they and their teachers benefit." writes Gladis Kersaint, Ph.D., Professor of Mathematics Education, University of South Florida

Students can reflect on their own understanding while making sense of and critiquing the ideas of others in a collaborative and supportive learning environment, as required by the Common Core Standards for Mathematical Practice. They can make conjectures, link prior knowledge to current understanding, reason about mathematics, refine and amend their approaches, and take ownership of their mathematical knowledge. Students can learn to use the tools of mathematical discourse — including words, symbols, diagrams, physical models, and technology—to present and defend their ideas. Teachers benefit too, because they have the opportunity to access, monitor, and evaluate students’ mathematical understanding and development.Download the FREE white paper.

2
comments:

Definitely - the key often is how to make the discussion meaningful enough. This is obvioulsy the reason why general subjects are being taught at universities - maths, philosophy - they all teach discusssion and, by the means of it, thinking.It's still a bit of terra incognita how to incorporate this in training employees - if it makes sense at all.

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About Me

Hello, my name is Helge Scherlund and I am the Education Editor and Online Educator of this personal weblog and the founder of eLearning • Computer-Mediated Communication Center.
I have an education in the teaching adults and adult learning from Roskilde University, with Computer-Mediated Communication (CMC) and Human Resource Development (HRD) as specially studied subjects. I am the author of several articles and publications about the use of decision support tools, e-learning and computer-mediated communication. I am a member of The Danish Mathematical Society (DMF), The Danish Society for Theoretical Statistics (DSTS) and an individual member of the European Mathematical Society (EMS). Note: Comments published here are purely my own and do not reflect those of my current or future employers or other organizations.